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Background: Teacher practices when teaching mathematics are supported by their beliefs on how this subject should be approached. This has an impact on the learning of students who generally perceive mathematics as an incomprehensible mechanical activity in which a series of algorithms must be followed to obtain a solution. Therefore, the following questions arise: What are the beliefs of mathematics teachers regarding the teaching process? Which methodologies do they use in the classroom? Objective: The objective was to analyse the beliefs of elementary school teachers and secondary school mathematics teachers during the teaching process. Design: The study used a descriptive quantitative approach. Setting and participants: The sample consisted of 100 elementary school teachers and secondary school mathematics teachers from three regions in Chile. Data collection and analysis: Due to the Covid-19 health crisis, Google Drive was used to send a Likert questionnaire to each of the study participants. The information was processed and quantitatively analysed with the SPPS 25.0 statistical software. Results: Statistically significant differences were found based on specialisation, place of work, school administration, and gender of the participants. Conclusions: Teachers considered that knowing, learning, and applying mathematical knowledge was possible through rote and routine activities. In addition, teachers with 5 to 8 years of experience believed that mathematics develops problem-solving skills.

El presente ensayo aborda como punto de partida, el valor y riqueza que posee la diversidad cultural de comunidades indígenas en el contexto de aprendizaje y cómo este conocimiento ha sido invisibilizado por un currículum homogéneo que no proporciona espacios para valorar otras formas de pensar. Luego, se presenta un breve recorrido histórico sobre la colonización de los pueblos indígenas y afroamericanos y los efectos que generó en ella el pensamiento racional e incuestionable del europeo, el cual se caracterizó por ejercer una violencia intelectual hacia los conocimientos de la cultura latinoamericana; para finalizar con el rescate cultural que investigadores y académicos se proponen, a través de las líneas epistemológicas del sur.

The aim of this study was to analyze the beliefs of secondary students from Domingo Ortiz de Rozas High School of Coelemu, Chile and its rural areas regarding the subject of mathematics and problem solving due to the teaching and learning process. The research was developed under a quantitative approach of quasi-experimental descriptive design survey type (n=156). As a basis was used the closed survey of Barrantes (2008), adapted based on the feedback provided by expert judgment. The results show statistically significant differences related to origin and academic performance in their beliefs about mathematics and problem solving when considering the usefulness of the contents in the learning process and how this subject allows the development of skills. According to gender, it was observed differences in their beliefs about mathematics, however related to problem solving, no statistically significant differences were found. It was concluded that the learning experiences about mathematics and problem solving from rural sector students are related to the development of adverse attitudes towards the subject, since they do not find use and purpose of its applications in their everyday life. crenças dos alunos do ensino médio de coelemu, chile e suas áreas rurais, sobre matemática e resolução de problemas RESUMO O objetivo deste estudo foi analisar as crenças dos alunos do ensino médio da Escola Dominical Domingo Ortiz de Rozas de Coelemu, Chile e suas áreas rurais, sobre o tema da matemática e resolução de problemas devido ao processo de ensino e aprendizagem. A pesquisa foi desenvolvida sob uma abordagem quantitativa do tipo de pesquisa descritiva quase experimental (n = 156). Como base, utilizou-se a pesquisa fechada de Barrantes (2008), adaptada com base no feedback fornecido pelo julgamento de especialistas. Os resultados mostram diferenças estatisticamente significantes relacionadas à origem e desempenho acadêmico em suas crenças